Originally posted by @duchess64
"The danger of the white American liberal.
What a team of 10-year-olds building a robot can teach us about sexism and racism in the US."
"John Metta has Bachelor's degrees in geology and anthropology and
Master's degrees in geograph ...[text shortened]... gues loudest and longest reigns victorious, regardless of the collateral damage."
""In the US, he who argues loudest and longest reigns victorious, regardless of the collateral damage."
Donald Trump's electoral victory is an example of the success of the tireless American pathological liar.
John Metta's article is based upon his experiences of teaching some American students.
One should not assume that ethnocentric American cultural norms must be universal.
Not all cultures are as dismissive as Americans' of females attempting to excel in mathematics and science.
Visiting an American university's class in electrical engineering, a white American woman told
me that she noticed that only a small minority of its students were women, who were all Asian.
Chinese girls, for instance, don't tend to grow up with as much 'math anxiety' that most
American girls (white, black, Latina) do. I would not be surprised if ethnic Chinese girls
scored higher on average in mathematics than white boys of the same ages in the USA.
(So would white males like to admit being 'biologically inferior' to Chinese females?)
In the USSR, women who pursued careers in mathematics, 'hard' sciences, or engineering
were more accepted (less treated like 'freaks' as by American men) than in the USA.
The American who writes the following article seems unable to write 'USSR', preferring to
use 'Soviet Russia' as a synonym. This is imprecise because 'Soviet Russia' also could
be regarded as a synonym for the Russian Soviet Federative Socialist Republic (RSFSR).
"Soviet Russia Had a Better Record of Training Women in STEM Than America Does Today"
--Rose Eveluth (12 December 2013)
"The Soviets did beat the Americans at one thing: women in science and engineering.
Between 1962 and 1964, 40 percent of the chemistry PhD's awarded in Soviet Russia went to women.
At that same time in the United States, that number was a measly five percent."
"Analysis of pedagogical journals suggests that girls’ quest for advancement in the 1960s
was aided by the USSR’s standard school curriculum, which privileged the study of math
and the hard sciences. There are also hints that girls benefited from generalized efforts
by science and math educators to identify and mentor talented students as well as to
improve the overall quality of instruction in those fields. As far as influences beyond the
school room, sociological studies (particularly those conducted by Shubkin’s group in
Novosibirsk) offer support for the notion that parents played key roles in shaping daughters’ aspirations.
But those results also suggest that girls’ ideas about occupational prestige both reflected
contemporary stereotypes about ‘women’s work’ and offered up challenges to male domination
in science and technology fields."
Some women who excelled in mathematics at their Soviet schools have said that it
was natural that they should strive to do so because becoming known for success in
mathematics was a good way to become more admired and respected by everyone else.
Indeed, it was one way for girls to impress and become more attractive to boys.
A divorced Russian emigre woman (an electrical engineer) told me that many Western
men seem too insecure or intimidated to go out with her once they discover her profession.
So she has decided to hint initially that she's a secretary in order to reassure these Western men.
If the relationship continues, then she eventually intends to reveal the truth to the man.